Meta-analysis of reduced relative feedback frequency effect on motor learning and performance

A fundamental motor learning principle conveyed in textbooks is that augmented terminal feedback frequency differentially affects motor learning and performance. The guidance hypothesis predicts that relative to a reduced frequency of feedback, providing learners with feedback following every practice trial enhances practice performance but degrades subsequent motor learning. This change in effectiveness for each relative feedback frequency is called a reversal effect, and because it is thought that practice variables can have distinct impacts on learning and performance, delayed retention tests are considered the gold standard in motor learning research. The objectives of this meta-analysis were to a) synthesize the available evidence regarding feedback frequency, performance, and motor learning to test whether there are significant changes in effectiveness from acquisition and immediate retention to delayed retention, b) evaluate potential moderators of these effects, and c) investigate the potential influence of publication bias on this literature. We screened 1662 articles found in PubMed and PsycINFO databases as well as with reference tracing and a targeted author search. A final sample of 61 eligible papers were included in the primary analysis (k = 75, N = 2228). Results revealed substantial heterogeneity but no significant moderators, high levels of uncertainty, and no significant effect of reduced feedback frequency at any time point. Further, multilevel analyses revealed no evidence of a significant change in effect from acquisition or immediate retention to delayed retention. Z-curve analysis suggested the included studies were severely underpowered. These results suggest that robust evidence regarding feedback frequency and motor learning is lacking.

The Influence of Feedback Conversation on Employee Performance in Malaysian’s Telecommunication Company

Purpose: Feedback conversation is the process of conveying information in the performance appraisal process. It helps employees to develop the right and appropriate behavior in order to achieve the targeted outcome. This study investigates the influence of feedback conversation (i.e., feedback frequency, the credibility of the feedback provider, receptive capability, organizational culture, and national culture) on employees’ performance in Malaysian-based telecommunication companies. Design/Methodology/Approach: The study utilized a descriptive quantitative approach, in which a 5-point Likert scale questionnaire has been used during data collection. A total of 341 respondents have participated out of 3019 employees in the selected company. The collected data were then be analyzed using SPSS and the inferential analysis of Multilinear Regression (MLR) was applied to test the hypotheses. Findings: MLR analysis revealed that the credibility of the feedback provider, the receptive capability of employees, and organizational culture and national culture have a significant positive impact on employees' performance. Meanwhile, feedback frequency has no significant impact on the employees’ performance. Implications/Originality/Value: This study has added values to management literature and offered practical managerial implications related to selected aspects of feedback conversations on the employees’ performance. Other similar organizational settings may also consider these findings to design and develop a more effective feedback conversation to boost employees’ performance.

Optimizing Feedback Frequency in Motor Learning: Self-Controlled and Moderate Frequency KR Enhance Skill Acquisition

The purpose of this study was to compare the relative effects of self-controlled knowledge of results (SCKR) to other KR schedules of varying relative frequency (25%, 50%, and 100% of acquisition trials) on motor skill learning. Participants received basic instructions on the soccer overhead throw and then performed 50 acquisition trials, during which KR was provided according to the assigned schedule, followed by a retention test, during which no KR was provided. Retention scores were highest for the SCKR and 50% KR frequency groups who shared comparable absolute KR frequency and distribution relative to successful versus unsuccessful trials. These results indicated that both self-control and moderate frequency feedback enhanced learning, supporting an inverted U-shaped effect of feedback frequency on skill acquisition.

A Novel Hybrid Active Anti-Islanding Method For Multi-Converter Fed Distributed Generation Systems

This thesis presents a novel active anti-islanding detection scheme for the three phase gridconnected converters. The proposed hybrid method works based on the combination of Positive Feedback Frequency Shift (PFFS) and Reactive Power Variation (RPV) methods, and therefore it combines the features of both methods. Unlike the RPV scheme, this method is capable of synchronizing all power converters with each other in a distributed generation (DG) system. Therefore, it can effectively detect islanding when the DG system has multiple renewable energy sources interfaced to the system by multiple converters. The proposed method can also be combined with other active methods, such as the active frequency drift method. This minimizes the power quality degradation since the scheme is called upon only when 0.1Hz deviation in the grid frequency is detected. Moreover, unlike other positive feedback methods, this scheme has little impact on the stability of the DG system, since the positive feedback reference is only limited to

A Novel Hybrid Active Anti-Islanding Method For Multi-Converter Fed Distributed Generation Systems

This thesis presents a novel active anti-islanding detection scheme for the three phase gridconnected converters. The proposed hybrid method works based on the combination of Positive Feedback Frequency Shift (PFFS) and Reactive Power Variation (RPV) methods, and therefore it combines the features of both methods. Unlike the RPV scheme, this method is capable of synchronizing all power converters with each other in a distributed generation (DG) system. Therefore, it can effectively detect islanding when the DG system has multiple renewable energy sources interfaced to the system by multiple converters. The proposed method can also be combined with other active methods, such as the active frequency drift method. This minimizes the power quality degradation since the scheme is called upon only when 0.1Hz deviation in the grid frequency is detected. Moreover, unlike other positive feedback methods, this scheme has little impact on the stability of the DG system, since the positive feedback reference is only limited to

Effects of oral corrective feedback on the development of complex morphosyntax

This exploratory study examined the relationship between corrective feedback (CF) and linguistic target complexity. In a pre-test/post-test/delayed post-test design, 44 adult intermediate L2 Italian learners from different L1 backgrounds were assigned to a didactic recast, a prompt and a no-feedback group. They were compared on oral and written measures on the development of passato prossimo, an Italian compound past form characterised by a set of complex semantic and morphosyntactic rules and participles displaying different degrees of form-meaning transparency. Mixed-effects models elucidated the extent to which feedback frequency predicted accuracy, whilst controlling for the effect of individual difference covariates and random variation. Only the frequency of didactic recasts predicted development of full passato prossimo sentences, whereas both feedback types were significantly related to participle development, a single aspect of the construction. Furthermore, only prompt frequency was positively related to accuracy in participles displaying more transparent (less complex) form-meaning relationships.

The meaning of feedback: medical students’ view

Introduction: The teaching-learning process in health involves a binomial: on the one hand, teaching (the teacher and the institution) and, on the other hand, the students and their ability to adequately interact in this context. Just as teaching requires specific skills, learning also requires students to be able to master the necessary skills for learning. Feedback should also be understood in this regard. Although feedback is a frequent topic in the literature, few studies have addressed its meaning and impact from the students’ perspective. Moreover, a gap has been identified between theory and practice regarding the real power of feedback in the teaching-learning process. Objective: This study aimed to assess medical students’ understanding of feedback. Method: This is a qualitative research with a descriptive and exploratory focus, carried out using in the case study modality, with the focus group technique in data collection and thematic content analysis. The participants were medical students attending the fourth-year or eighth-semester at three schools located in the state of Goiás, Brazil. Results: The following categories emerged: understanding of feedback, frequency of received feedback, impact of feedback on the teaching-learning process and perception about the received feedback. Students understood in part the concept of feedback, not recognizing the internal feedback. A low frequency of feedback was reported and depended on the teacher, subject and year/semester of the course related to the type of curriculum. Even so, the participants recognized the points of feedback that impact on the teaching-learning process and were receptive to effective feedback. Conclusion: Even though they knew the meaning of feedback only partially and experienced it irregularly, medical students recognized the impact of this tool on the teaching-learning process. In a context of students trained to know about their own knowledge, truly empowering them in the teaching-learning process, they will develop a constant reflective practice of generating internal feedback, allowing the actual impact of feedback on the teaching-learning process to be observed in practice, as described in the literature.

O significado do feedback: um olhar de estudantes de medicina

Introduction: The teaching-learning process in health involves a binomial: on the one hand, teaching (the teacher and the institution) and, on the other hand, the students and their ability to adequately interact in this context. Just as teaching requires specific skills, learning also requires students to be able to master the necessary skills for learning. Feedback should also be understood in this regard. Although feedback is a frequent topic in the literature, few studies have addressed its meaning and impact from the students’ perspective. Moreover, a gap has been identified between theory and practice regarding the real power of feedback in the teaching-learning process. Objective: This study aimed to assess medical students’ understanding of feedback. Method: This is a qualitative research with a descriptive and exploratory focus, carried out using in the case study modality, with the focus group technique in data collection and thematic content analysis. The participants were medical students attending the fourth-year or eighth-semester at three schools located in the state of Goiás, Brazil. Results: The following categories emerged: understanding of feedback, frequency of received feedback, impact of feedback on the teaching-learning process and perception about the received feedback. Students understood in part the concept of feedback, not recognizing the internal feedback. A low frequency of feedback was reported and depended on the teacher, subject and year/semester of the course related to the type of curriculum. Even so, the participants recognized the points of feedback that impact on the teaching-learning process and were receptive to effective feedback. Conclusion: Even though they knew the meaning of feedback only partially and experienced it irregularly, medical students recognized the impact of this tool on the teaching-learning process. In a context of students trained to know about their own knowledge, truly empowering them in the teaching-learning process, they will develop a constant reflective practice of generating internal feedback, allowing the actual impact of feedback on the teaching-learning process to be observed in practice, as described in the literature.